REAL Education Reform (according to me, a guy who has no business proposing it)

[drokhole]

I wrote this in a post in the Political Videos board, but wanted to share it here as well. It had to do with Bernie Sanders questioning of Education Secretary Arne Duncan, and Duncan's somewhat cavalier manner during it all. Here's my response in full:

"I've read up on Duncan's educational background and credentials, and, by god, they're certainly impressive. Here's the thing, though - I don't care if this asshole went to Harvard, or cut his teeth in the Chicago school system, he's going at this problem all wrong. Obama's entire administration is going at this all wrong.

What needs to happen is to abandon this factory-like, rote-memorization, Tiger Mom bullshit system we've created (and so desperately cling to) that measures intelligence according to some arcane standardized testing format filled with trivial knowledge and unreal time-frames (and limits). Instead, we need to look at the incredible advances in neuroscience and realize the brain's most effective ways of learning, and develop our public education system around that information. For a fantastic, comprehensive view on the matter, I highly recommend this book:

Brain Rules by: John Medina
http://www.amazon.com/Brain-Rules-Principles-Surviving-Thriving/dp/0979777704
http://www.brainrules.net/the-rules

We need to look to evolutionary biology, and the fact that our ancestor's brains developed on the move and according to a certain diet - therefore healthy food (including healthy food education) and physical activity (including 'play') are absolutely essential, and should almost take center stage.

We need to realize that all brains are wired differently, and, what's more, develop at different paces at young, formative ages (this fact is reflected in children's physical developments) - therefore, rather than throw all kids into one, mechanized "grade" system based on age, group them based on level. And make sure they UNDERSTAND things before arbitrarily shoeing them off into higher grades, and pushing them out the door at 18. If they don't "graduate" by 18, so what? There's no rush, especially when we know how mentally unprepared some of these kids are. It's nothing to be ashamed of. Who the fuck ever decided that "18" was the magic graduation age, anyway?

We need to get them out of cold, lifeless classrooms, whose settings reflect the factories that they were modeled after - instead, develop learning areas with a much more natural setting, with much more natural, "free-flowing" (for lack of a better term) seating. Until they have buildings that can serve this function, maybe go outside more often. Also, more circular, intimate seating arrangements are a good start that allow for a better flow of dialogue.

We need to allow for proper rest, to ensure better retention. Yes, this may even include a nap at mid-point through the day. Countless studies have shown that the brain does its lions share of memorization during sleep hours, and that thirty-minute naps have increased all kinds of performance (including in pilots) four-fold.

New information should be taught at "10-minute chunks," with classes culminating in 50 minutes - as studies have shown that after 10-minutes, the brain starts to wander. Here, children have adequate time to digest new bits of information, while at the same time being introduced to new information as to not "lose their attention." Days should then be structured where that same information, possibly presented in a different way, is reintroduced again later on in the day - as repetition helps retention. The plan should then, again, be repeated a few days later. Because, again - repetition helps retention (see what I did there?).

We need to engage more of the senses (sight/vision/hearing/sound/taste...the more simultaneously the better) with more dynamic presentations (YouTube, and other video services can be a big plus in this area), and focus on more "hands-on" activities, or "participation-based" group presentations, that are much more effective than dryly reading something out of a book (I'm not calling for outright elimination of plain reading - in fact, most of the best poetry and prose are best when they're simply read - just to engage more senses when possible).

We need to allow time for unfettered exploration (with mild supervision) for at least one day a week. Human beings are natural explorers, just watch a toddler for 15 minutes - they're amazed at all they encounter! And so are we, we just end up admonishing such behavior because it seems so "childish." And what I mean here (for when they're more "grown-up") is similar to Google's 20% free time (called "Innovation Time Off"), where they allow employees to explore projects of their choice one day a week - of which some of their best ideas have developed (Gmail, Google Reader, and a few others I can't think of at the moment...). Also, this falls in line with the 80/20 rule (also known as the Pareto Principle...where 80% of the effects come from 20% of the causes).

Also, during the 20% time, lead calming, meditative practices. Meditation has proven to not only lower stress, but affect positive physiological changes to the brain, in that it leads to better concentration and focus. But the lowering stress part of it can't be stressed enough. Our brains don't work well on stress. As John Medina puts it "Stressed brains don't learn the same way." And stress usually leads to anxiety, and anxiety leads to depression. Plus, I'm sure it would help children eliminate almost all of the myriad of medication we pump them full of these days. It might also lower violent activities, and bring children together in a more communal way.

And, with that in mind, we need to end this "competitive," "winning-the-future" bullshit, and instead focus on cooperation. That's not to say there shouldn't be athletic, or academic, competitions at schools - only that it should not be the sole, driving factor behind their actions/performance. "Getting ahead in life" seems like a great idea and all, but it can lead to a lot of undue stress and pressure - and when a kid "falls behind," and are constantly reminded of it, it usually leads to further distress, further psychological removal, and further troubling behavior. Also, as the world becomes more globally connected, we shouldn't focus on the mentality of "us vs. them," but, instead, "us all together."


I know this seems like a complete overhaul of the education system - and, to some, a bit pie-in-the-sky - but, in my opinion, that's exactly what's needed. Now, some of these proposals might not work, and I'm sure that many of them could be refined or that plenty more could be added. But, it's a start, and I'm tired, so I'm gonna go ahead and end this crudely. If you made it this far, thanks."

[madrchsod]

1. here`s another

http://www.soilandhealth.org/03sov/0303critic/030301studentasnigger.html

this is his revision of his 60`s thoughts. i have the original in my libary

[drokhole]

3. Great article, got it bookmarked!

Thanks so much for the heads-up! Some may not see past the evocative title, but absolutely fantastic points all around (and written much more eloquently than I, by the way). And from the 60s, no less. That's one of the things that always gets me - when you read stuff like this from decades ago, that so clearly outlines the problem and presents better options, yet we remain stuck in the same place we were way back when. Especially considering the problem is realized by the students themselves, who are now the "grown-ups" who have the power to change it, yet still choose to do close to nothing at all. There are probably countless reasons for this (maintaining status quo is generally easier, some who actively want change may be powerless to do so...and the author points out numerous bureaucratic ones as well), but what I mainly see it as is "Senior Syndrome" - where, as a Freshmen in high school, you're generally mocked/ridiculed/teased by the Seniors, and you say to your self "Fuck that, I'm never going to be an asshole like those guys. When I'm a Senior, I'm gonna be nice to Freshmen, because I know how bad it feels to be treated like that." Then, you become a Senior, and you treat Freshmen like shit. It's a crude analogy, I know (and a not very good one, at that), but it's basically about how fleeting good intentions can be - and how, once people reach a certain level of "status," they feel that those who are younger have to go through the exact same shit they did as a form of just-deserves.


One part of the article I'd like to point out (and wish I could revise my original post with, as it's what I had more in mind) is the author's seating method/description of "classrooms":

"Some classes begin to move their chairs around, often within a matter of days, into a sort of loose, pleasant jumble, although they usually maintain a certain pious distance from me, leaving me at the center of a small but unmistakable magic circle."

and

"But why those chairs at all? Why forty identical desk-chairs in a bleak, ugly room? Why should school have to remind us of jail or the army? (A rhetorical question, I'm afraid.) For that matter, why are there classrooms? Suppose we started over from scratch. What would be a good place to learn stress analysis? What would be a good place to study Zen? To learn about child development? To learn Spanish? To read poetry? You know, wherever I've seen classrooms, from UCLA to elementary schools in Texas, it's always the same stark chamber. The classrooms we have are a nationwide chain of mortuaries. What on earth are we trying to teach?

The scariest thing about a classroom is that it acts as a sort of psychological switch. You walk into a classroom; some things switch on in you and others switch off. All sorts of weird unreal things start to happen. Any teacher who has tried simply to be real in a classroom knows what I'm talking about. This is so hard to express . . . you walk in and everyone's face is a mask."


Thanks again, definitely worth the read.

[LWolf]

2. Actually, I've supported most of those proposals for decades.

Having had the opportunity to teach in alternative PUBLIC settings before the standards and accountability movement shoved us back into regimented age-based classrooms and standardized curriculum and instruction, I've done many of them on a small scale.

Any research driving education policy should begin and end with brain research.

I have to point out that developing more natural, free-flowing environments and schedules inevitably takes more $$$...for more space, more staffing, smaller groupings.

Like many authentic reforms that actually improve the system and the student experience, it costs. These are investments that our nation has never been willing to make. :(

[drokhole]

5. Thanks for the first hand account!

Glad to know there's people like you out there, your advocacy is invaluable!

You're exactly right, to enact changes of this scale would cost time, money, and training - and given that mankind seems more inclined to this structure of learning (with plenty of neuroscience research to back it up), the biggest obstacle would obviously be the money. Most of which we would have (and then some) if we only had a fair tax system on the wealthy/corporations, and if our "Defense" budget wasn't so overblown.

And, I wish I would've done a better job on my description of better classroom structure, but the article that madrchsod linked to does leagues better than I ever could have done anyway (written by someone, like you, who has actual experience in the trenches). I quote the material in my response to him, if you're interested - otherwise I recommend checking out that entire article (it's even longer than my original post, if you can believe it).

[LWolf]

8. I'll look tonight, or early tomorrow morning;

I've lingered in front of the 'puter for too long, and need to get to my own classroom this morning.

Thanks for pointing out the other link!

[mopinko]

4. this is why i homeschooled my kids for 8 years.

and why i am sorry that i had to give it up.

[eilen]

6. Sounds similar to Charlotte Mason nt.

[Dappleganger]

7. Yes it is...

there are thousands of families who use these methods--most of them are homeschooling. Like it or not, the homeschooling environment modeled on this method (in particular for the early years) is quite effective over the long haul.

[rucky]

9. You are more qualified to propose this than Bill Gates is.

Because you have obviously done some research into what actually works.

FYI: a lot of what you're proposing are things I learned in grad school for Education

:thumbsup:

[drokhole]

10. Ha, thanks!

Yeah, this kind of stuff fascinates me - especially when it comes to evolutionary biology and neuroscience.

I'm no fan of the Bill Gates method of doing things - while it's great that he's investing in education, it's unfortunate that it's in such a misguided manner, and that he carries such a large influence on the matter. Especially disconcerting, in my opinion, is this new pilot program where they put "ear-bud wiring that feeds live information" into teacher's ears to "coach" them as they teach:

http://www.fastcompany.com/1732723/gates-foundation-gives-teachers-nfl-inspired-technology

That's interesting to hear about grad school, glad to know I'm not completely full of shit! Also, a personal thank-you for tackling the field of Education!

[drokhole]

11. kick for the afternoon n/t

[drokhole]

12. final kick for night n/t